The role of the kindergarten counseling service and a social work approach in detecting child abuse and neglect

V svojem diplomskem delu sem se osredotočila na vlogo vrtčevske svetovalne službe pri prepoznavanju zlorabe in/ali zanemarjanja pri otroku. Zanimalo me je, na katera socialnodelovna znanja se svetovalna služba ob tem opira in ali zaposlene v njej poznajo pristop, ki temelji na razumevanju travme. V teoretičnem delu sem najprej pisala o tem, kako zloraba in/ali zanemarjanje vpliva na predšolskega otroka in opisala oblike zlorab in zanemarjanj ter kakšen pečat lahko pustijo na predšolskem otroku. Nadaljevala sem s specifikami stroke socialnega dela v vlogi vrtčevske svetovalne službe na področju prepoznavanja zlorabe in zanemarjanja ter zagotavljanja podpore in pomoči. Teoretični del sem zaključila z na razumevanju travme utemeljenim delom vrtca in vrtčevske svetovalne službe. V empiričnem delu sem predstavila ugotovitve, do katerih sem prišla z intervjuji šestih socialnih delavk, zaposlenih v vrtčevski svetovalni službi. Ugotovila sem, da se za prepoznavanje zlorabe in/ali zanemarjanja intervjuvane socialne delavke v večini zanašajo na vzgojiteljice, ki preživijo z otrokom največ časa. Samo ena od intervjuvanih pozna pristop, ki temelji na razumevanju travme. Ugotavljam, da bi lahko z uvedbo rednega izobraževanja oz. usposabljanja vse svetovalne delavke opremili z znanjem za lažjo prepoznavo zlorabe in/ali zanemarjanja pri otroku ter pripomogli k ozaveščenosti in spoštovanju ničelne tolerance nasilja nad otroki.The thesis addresses the role of the kindergarten counselling service in the detection of child abuse and/or neglect. I will examine what social work knowledge the counselling service draws upon in this context, particularly in relation to trauma-informed approaches. The theoretical section will examine how abuse and/or neglect affects the preschool child and describe the forms of abuse and neglect and the lasting effects they can have. It also outlines the specific role of social workers involved in preschool counselling in identifying and supporting cases of abuse and neglect. The theoretical framework concludes with an examination of trauma practises in preschool settings and counselling services. The empirical section presents findings from interviews with six social workers working in preschool counselling services. They revealed that the interviewed social workers mainly rely on the observations and findings of the preschool teachers, who spend much more time with the children, to identify abuse and neglect. Only one of the respondents is familiar with the trauma-informed approach. Given these findings, it is concluded that conducting regular training or education could equip all counsellors with the skills to better recognise child abuse and neglect, which would ultimately help raise awareness and promote a zero-tolerance attitude toward violence against children